High School Chemistry Research To Promote The Development Of Students' Rational Thinking

Chemistry is an important tool to cultivate students' rational thinking. As an important part of chemistry teaching in senior high school, high school chemistry assignment should play an important role in improving students' rational thinking level, in addition to the role of consolidation. But at present, the research on assignment is mainly focused on reducing the burden of students, designing the hierarchical assignment, and so on. There is little research on the combination of high school chemistry assignment and rational thinking, so this research has an important practical significance.This study adopts literature research method to define the important concepts such as "rational thinking".to determine the starting point of this research. Through the questionnaire survey to understand the differences between the students in the practice class and the contrastive class, and then analyze the students' seatwork and assignment.Through the research, it can be found that there are some characteristics of high school chemistry assignment which can promote the development of students' rational thinking. For example: (1) Students are required to conduct logical reasoning based on evidence;(2) Combine the qualitative and quantitative analysis;(3) Require to think from the perspective of macro and micro view;(4) Asking the questions to highlight the relationship between things, through problem-solving can cultivate the continuity and integrity of students' thinking.According to the characteristics above, the following suggestions are made:(1) Rational thinking is the activity of the human brain. In order to make it explicit, teachers should as much as possible ask for students to express their views in the class activities, and guide students to gradually learn to use correct rational thinking and expression methods to conduct logical reasoning.(2) In order to promote the level of rational thinking of students, the problem of quantitative analysis should be designed to require students to write detailed logical reasoning and prove the process of falsification.(3) Rational thinking is formed by students proactively, but it needs the help and guidance of teachers. In particular, molecules, atoms and other micro levels are very. Therefore, teachers should help students to understand the problem from the perspective of macro and micro view, and use the symbolic representation.(4) Rational thinking is based on logical reasoning, so teachers should pay attention to the logical relationship between the problems before and after, the context should be clear, etc..